Jeg var her for fire år siden, og jeg kan huske at på det tidspunkt blev talerne ikke lagt på nettet. Jeg tror de blev givet til TED'ere i en boks, en boks med DVD'er som de satte på deres hylde, hvor de er i dag.
I was here four years ago, and I remember, at the time, that the talks weren't put online. I think they were given to TEDsters in a box, a box set of DVDs, which they put on their shelves, where they are now.
(Latter)
(Laughter)
Og Chris ringede faktisk til mig en uge efter at jeg havde talt og sagde: "Vi begynder at putte dem på nettet, kan vi lægge din ud?" Og jeg sagde: "Selvfølgelig".
And actually, Chris called me a week after I'd given my talk, and said, "We're going to start putting them online. Can we put yours online?" And I said, "Sure."
Og fire år senere som jeg sagde, er det blevet set af fire ... Eller, det er blevet downloaded fire millioner gange. Så jeg går ud fra at du kan gange det med 20 eller noget for at få det nummer af folk der har set det. Og som Chris siger, der er en sult for videoer med mig.
And four years later, it's been downloaded four million times. So I suppose you could multiply that by 20 or something to get the number of people who've seen it. And, as Chris says, there is a hunger for videos of me. (Laughter)
(Latter)
(Applause)
(Bifald)
... tror I ikke?
Don't you feel?
(Latter)
(Laughter)
Så hele denne begivenhed har været en en omfattende opbygning for at få mig til at tale for jer igen, så her kommer det.
So, this whole event has been an elaborate build-up to me doing another one for you, so here it is.
(Latter)
(Laughter)
Al Gore talte til den TED konference jeg talte ved for fire år siden og talte om klima krisen. Og jeg refererede til det i slutningen af min sidste snak. Så jeg vil gerne samle op derfra for jeg havde kun 18 minutter, ærlig talt. Så, som jeg sagde ...
Al Gore spoke at the TED conference I spoke at four years ago and talked about the climate crisis. And I referenced that at the end of my last talk. So I want to pick up from there because I only had 18 minutes, frankly. (Laughter)
So, as I was saying --
(Latter)
(Laughter)
Ser I, han har jo ret. Jeg mener, der er en stor klima krise, tydeligvis. Og jeg tror at hvis folk ikke tror på det, så skulle de gå mere udenfor. (Latter) Men jeg tror på at der er en anden klima krise, som er ligeså alvorlig, som stammer fra det samme sted, og som vi bliver nødt til at behandle på lige fod. Og med dette mener jeg -- og I siger måske, forresten: "Hør, Jeg er OK. jeg har en klima krise; Jeg har ikke rigtig brug for en mere." Men dette er en krise, ikke med naturlige ressourcer, selvom jeg tror det er rigtigt, men en krise med menneskelige ressourcer.
You see, he's right. I mean, there is a major climate crisis, obviously, and I think if people don't believe it, they should get out more. (Laughter) But I believe there is a second climate crisis, which is as severe, which has the same origins, and that we have to deal with with the same urgency. And you may say, by the way, "Look, I'm good. I have one climate crisis, I don't really need the second one." (Laughter) But this is a crisis of, not natural resources -- though I believe that's true -- but a crisis of human resources.
Jeg tror, fundamentalt, som mange talere har sagt i løbet af de sidste par dage, at vi er meget dårlige til at bruge vores talenter. Rigtig mange mennesker går igennem hele deres liv uden rigtig at have en fornemmelse af hvad deres talent er, eller om de overhovedet har et. Jeg møder alle slags mennesker der ikke tror at de er rigtig gode til noget.
I believe fundamentally, as many speakers have said during the past few days, that we make very poor use of our talents. Very many people go through their whole lives having no real sense of what their talents may be, or if they have any to speak of. I meet all kinds of people who don't think they're really good at anything.
Faktisk, deler jeg, på en måde, verden ind i to grupper nu. Jeremy Bentham, den store utilitaristiske filosof, spidede engang dette argument. Han sagde: "Der er to typer mennesker i denne verden, dem der deler verden i to typer og dem der ikke gør". (Latter) Nå men, jeg gør- (Latter)
Actually, I kind of divide the world into two groups now. Jeremy Bentham, the great utilitarian philosopher, once spiked this argument. He said, "There are two types of people in this world: those who divide the world into two types and those who do not." (Laughter) Well, I do. (Laughter)
Jeg møder alle slags mennesker der ikke nyder det de gør. De går bare igennem deres liv for at komme igennem det. De får ingen stor nydelse fra det de gør. De udholder det, i stedet for at nyde det, og venter på weekenden. Men jeg møder også mennesker der elsker det de gør og ikke kunne forestille sig at gøre noget andet. Hvis du sagde til dem: "Stop med at gøre det du gør", ville de undre sig over hvad du talte om. For det er ikke hvad de gør, det er hvem de er. De siger: "Men det her er mig. Det ville være tåbeligt for mig at forlade det, fordi det taler til mit mest autentiske selv". Og det er ikke sandt for nok folk. Faktum er det modsatte, jeg tror det helt sikkert er et mindretal af folk. Og jeg tror der er mange
I meet all kinds of people who don't enjoy what they do. They simply go through their lives getting on with it. They get no great pleasure from what they do. They endure it rather than enjoy it, and wait for the weekend. But I also meet people who love what they do and couldn't imagine doing anything else. If you said, "Don't do this anymore," they'd wonder what you're talking about. It isn't what they do, it's who they are. They say, "But this is me, you know. It would be foolish to abandon this, because it speaks to my most authentic self." And it's not true of enough people. In fact, on the contrary, I think it's still true of a minority of people. And I think there are many possible explanations for it.
sandsynlige forklaringer på det. Og højt mellem dem er uddannelse fordi uddannelse, på en måde, forskyder mange mennesker fra deres naturlige talenter. Og menneskelige ressourcer er ligesom naturlige ressourcer; de er ofte begravet dybt. Du bliver nødt til at lede efter dem. De ligger ikke bare på og flyder på overfladen. Du bliver nødt til at skabe omstændighederne hvor de kan komme til syne. Og du kan muligvis forestille dig at uddannelse ville være den måde det sker. Men alt for ofte, er det ikke. Ethvert uddannelses system i verden er ved at blive reformeret i øjeblikket. Og det er ikke nok. Reform er ikke til nytte længere, for det er kun at forbedre en ødelagt model. Hvad vi har brug for -- og ordet har været brugt mange gange i løbet at de sidste par dage -- er ikke en evolution, men en uddannelsesrevolution. Den skal transformeres til noget andet.
And high among them is education, because education, in a way, dislocates very many people from their natural talents. And human resources are like natural resources; they're often buried deep. You have to go looking for them, they're not just lying around on the surface. You have to create the circumstances where they show themselves. And you might imagine education would be the way that happens, but too often, it's not. Every education system in the world is being reformed at the moment and it's not enough. Reform is no use anymore, because that's simply improving a broken model. What we need -- and the word's been used many times in the past few days -- is not evolution, but a revolution in education. This has to be transformed into something else. (Applause)
(Bifald)
En af de rigtige udfordringer er at fundamentalt innovere uddannelse. Innovation er hårdt fordi det betyder at gøre noget som folk ikke finder særlig let i de fleste tilfælde. Det betyder at udfordre det vi tager for givet, ting som vi synes er åbentlyse. Det store problem med reformering eller transformation er den sunde fornufts tyrani - ting som folk tror: "Nå, det kan ikke gøres anderledes fordi det er sådan det bliver gjort."
One of the real challenges is to innovate fundamentally in education. Innovation is hard, because it means doing something that people don't find very easy, for the most part. It means challenging what we take for granted, things that we think are obvious. The great problem for reform or transformation is the tyranny of common sense. Things that people think, "It can't be done differently, that's how it's done."
Jeg faldt for nylig over et godt citat fra Abraham Lincoln, som jeg troede I ville blive glade for at få citeret på dette tidspunkt. (Latter) Han sagde dette i December 1862 Til det andet årlige møde i Kongressen. Jeg burde forklare at jeg ikke har en anelse om hvad der skete på den tid. Vi underviser ikke i amerikansk historie i Storbritannien. (Latter) Vi undertrykker det. I ved, det er vores politik. (Latter) Der foregik uden tvivl noget fascinerende i December 1862 hvilket amerikanerne iblandt os vil vide.
I came across a great quote recently from Abraham Lincoln, who I thought you'd be pleased to have quoted at this point. (Laughter) He said this in December 1862 to the second annual meeting of Congress. I ought to explain that I have no idea what was happening at the time. We don't teach American history in Britain. (Laughter) We suppress it. You know, this is our policy. (Laughter) No doubt, something fascinating was happening then, which the Americans among us will be aware of.
Men han sagde dette: "Dogmerne fra den stille fortid er utilstrækkelige til den stormfulde nutid. Anledningen er stablet højt med besvær, og rejse os med lejligheden." Det elsker jeg. Ikke rejse os til, men rejse os med. "Da vores sag er ny, må vi tænke påny og handle påny vi må frisætte os selv og så skal vi redde vores land."
But he said this: "The dogmas of the quiet past are inadequate to the stormy present. The occasion is piled high with difficulty, and we must rise with the occasion." I love that. Not rise to it, rise with it. "As our case is new, so we must think anew and act anew. We must disenthrall ourselves, and then we shall save our country." I love that word, "disenthrall."
Jeg elsker det ord "frisætte". Ved du ved hvad det betyder? At der er ideer, vi alle er slaver af, som vi simpelthen tager for givet som den naturlige orden, den måde ting er på. Og mange af vores ideer er blevet dannet, ikke for at opfylde omstændighederne i dette århundrede, men til at klare forholdene af tidligere århundreder. Men vores sind er stadig hypnotiseret af dem. Og vi bliver nødt til at frisætte os fra nogle af dem. At gøre dette er lettere sagt end gjort. Det er meget hårdt at vide, i øvrigt, hvad det er man tager for givet. Og grunden er at man tager det for givet.
You know what it means? That there are ideas that all of us are enthralled to, which we simply take for granted as the natural order of things, the way things are. And many of our ideas have been formed, not to meet the circumstances of this century, but to cope with the circumstances of previous centuries. But our minds are still hypnotized by them, and we have to disenthrall ourselves of some of them. Now, doing this is easier said than done. It's very hard to know, by the way, what it is you take for granted. And the reason is that you take it for granted.
Så lad mig spørge jer om noget I måske tager for givet. Hvor mange af jer er over 25 år? Det er ikke hvad jeg tror I tager for givet. Jeg er sikker på at I er klar over det allerede. Er der nogle folk under 25 år? Fedt, Nå, dem der er over 25 år, kan I række hånden op hvis I bære armbåndsur? Det er en god del af os, er det ikke? Spørg et rum fyldt med teenagers det samme. Teenagers går ikke med armbåndsur. Jeg mener ikke at de ikke kan eller ikke må, de vælger bare ofte ikke at gøre det. Og grunden er, må i forstå, at vi er opvokset i en før-digital kultur, dem af os der er over 25. Og så for os, hvis du vil vide hvad klokken er, må du gå med noget der viser det. Børn i dag lever i en verden der er digitaliseret, og klokken for dem er alle steder. De ser ingen grund til det. Og, forresten, I behøver heller ikke gøre det; det er bare at I har altid gjort det og bliver ved med det. Min datter går aldrig med ur, min datter Kate der er 20. Hun kan ikke se pointen. Som hun siger: "Det er en et funktions apparat" (Latter) "Hvor lamt er det?"
(Laughter) Let me ask you something you may take for granted. How many of you here are over the age of 25? That's not what you take for granted, I'm sure you're familiar with that. Are there any people here under the age of 25? Great. Now, those over 25, could you put your hands up if you're wearing your wristwatch? Now that's a great deal of us, isn't it? Ask a room full of teenagers the same thing. Teenagers do not wear wristwatches. I don't mean they can't, they just often choose not to. And the reason is we were brought up in a pre-digital culture, those of us over 25. And so for us, if you want to know the time, you have to wear something to tell it. Kids now live in a world which is digitized, and the time, for them, is everywhere. They see no reason to do this. And by the way, you don't need either; it's just that you've always done it and you carry on doing it. My daughter never wears a watch, my daughter Kate, who's 20. She doesn't see the point. As she says, "It's a single-function device." (Laughter)
Og jeg siger: "Nej, nej, det fortæller også datoen". (Latter) "Det har flere funktioner."
"Like, how lame is that?" And I say, "No, no, it tells the date as well." (Laughter) "It has multiple functions."
(Laughter)
Men ser I, der er ting vi er slaver af i uddannelsessystemet. Lad mig give jer et par eksempler. En af dem er ideen om linearitet, at det starter her, og du går gennem et spor, og at hvis du gør alt rigtigt vil du være på rette spor resten af livet. Alle, der har talt på TED har fortalt os implicit, eller undertiden eksplicit, en anden historie, at livet ikke er linieært, det er organisk. Vi skaber vores liv i symbiose som vi udforsker vores talenter i relation til de forhold, de hjælper til at skabe for os. Men ved I hvad, vi er blevet besat med dette linieære narrativ. Og formentlig tinden for uddannelse er at komme på universitetet. Jeg tror vi er besat af tanken om at få folk på universitetet, visse former for universiteter. Jeg mener ikke at man ikke skal gå på universitetet, men ikke alle behøver at gå og ikke alle behøver at gå nu. Måske går de senere, ikke lige med det samme.
But, you see, there are things we're enthralled to in education. A couple of examples. One of them is the idea of linearity: that it starts here and you go through a track and if you do everything right, you will end up set for the rest of your life. Everybody who's spoken at TED has told us implicitly, or sometimes explicitly, a different story: that life is not linear; it's organic. We create our lives symbiotically as we explore our talents in relation to the circumstances they help to create for us. But, you know, we have become obsessed with this linear narrative. And probably the pinnacle for education is getting you to college. I think we are obsessed with getting people to college. Certain sorts of college. I don't mean you shouldn't go, but not everybody needs to go, or go now. Maybe they go later, not right away.
Og jeg var i San Francisco for et stykke tid siden for at signere mine bøger. Der var en fyr der købte en bog, han var i 30erne. Og jeg sagde: "Hvad laver du?" Og han sagde: "Jeg er brandmand". Og jeg sagde: "Hvor længe har du været brandmand?" Han sagde: "Altid, jeg har altid været brandmand." Og jeg sagde: "Men, hvornår besluttede du det?" Han sagde: "Som barn." Han sagde: "Faktisk var det et problem for mig i skolen, fordi i skolen ville alle være brandmænd." Han sagde: "Men jeg ville være brandmand."
And I was up in San Francisco a while ago doing a book signing. There was this guy buying a book, he was in his 30s. I said, "What do you do?" And he said, "I'm a fireman." I asked, "How long have you been a fireman?" "Always. I've always been a fireman." "Well, when did you decide?" He said, "As a kid. Actually, it was a problem for me at school, because at school, everybody wanted to be a fireman." (Laughter)
Og han sagde: "Da jeg kom til sidste år i skolen, tog mine lærere det ikke seriøst. Der var én lærer der ikke tog det seriøst. Han sagde jeg spildte mit liv hvis det var alt hvad jeg valgte at gøre med det, at jeg skulle gå på universitetet, at jeg skulle blive en professionel person, at jeg havde stort potentiale, og at jeg spildte mine talenter." Og han sagde: "Det var ydmygende fordi han sagde det foran hele klassen og jeg havde det virkelig elendigt. Men det var hvad jeg ville og så snart jeg forlod skolen, søgte jeg ind i brandvæsenet og blev optaget." Og han sagde: "Ved du hvad, jeg tænkte på ham forleden, kun få minutter før da du talte, om ham læreren," han sagde, "fordi for seks måneder siden reddede jeg hans liv." (Latter) Han sagde: Han var i et bil uheld, og jeg hev ham ud, gav ham CPR og jeg reddede også hans kones liv." Han sagde: "Jeg tror han tænker bedre om mig nu."
He said, "But I wanted to be a fireman." And he said, "When I got to the senior year of school, my teachers didn't take it seriously. This one teacher didn't take it seriously. He said I was throwing my life away if that's all I chose to do with it; that I should go to college, I should become a professional person, that I had great potential and I was wasting my talent to do that." He said, "It was humiliating. It was in front of the whole class and I felt dreadful. But it's what I wanted, and as soon as I left school, I applied to the fire service and I was accepted. You know, I was thinking about that guy recently, just a few minutes ago when you were speaking, about this teacher, because six months ago, I saved his life." (Laughter) He said, "He was in a car wreck, and I pulled him out, gave him CPR, and I saved his wife's life as well." He said, "I think he thinks better of me now."
(Latter)
(Laughter)
(Bifald)
(Applause)
Ved I hvad, for mig er det menneskelige samfund afhængige af mangfoldighed af talent, ikke en enestående opfattelse af evne. Og i hjertet af vores udfordringer -- (Bifald) I hjertet af vores udfordringer er at rekonstruere vores følelse af evne og af intelligens. Denne lineære ting er et problem.
You know, to me, human communities depend upon a diversity of talent, not a singular conception of ability. And at the heart of our challenges -- (Applause) At the heart of the challenge is to reconstitute our sense of ability and of intelligence. This linearity thing is a problem.
Da jeg ankom i L.A. for omkring ni år siden, faldt jeg over en politisk erklæring, meget velmenende, der sagde: "Universitetet begynder i børnehaven." Nej, det gør det ikke. (Latter) Det gør det ikke. Hvis vi havde tid kunne jeg gå mere ind i dette, men det har vi ikke. (Latter) Børnehaven begynder i børnehaven. (Latter) En af mine venner sagde engang: "Ved du hvad, en tre-årig er ikke en halv seks-årig." (Latter) (Bifald) De er tre.
When I arrived in L.A. about nine years ago, I came across a policy statement -- very well-intentioned -- which said, "College begins in kindergarten." No, it doesn't. (Laughter) It doesn't. If we had time, I could go into this, but we don't. (Laughter) Kindergarten begins in kindergarten. (Laughter) A friend of mine once said, "A three year-old is not half a six year-old." (Laughter) (Applause) They're three.
Men som vi har hørt i denne sidste session, er der en sådan konkurrence nu om at komme i børnehave, at komme i den rigtige børnehave, at folk på tre bliver interviewet til det. Børn sidder foran uimponerede paneler, I ved, med deres CV'er, (Latter) bladre igennem det og siger: "Nå, er det det?" (Latter) (Bifald) "Du har eksisteret i 36 måneder og det er det?" (Latter) "Du har ikke opnået noget, Forpligt dig. Brugte de første seks måneder på amning, som jeg kan se det." (Latter)
But as we just heard in this last session, there's such competition now to get into kindergarten -- to get to the right kindergarten -- that people are being interviewed for it at three. Kids sitting in front of unimpressed panels, you know, with their resumes -- (Laughter) Flicking through and saying, "What, this is it?" (Laughter) (Applause) "You've been around for 36 months, and this is it?" (Laughter) "You've achieved nothing -- commit. (Laughter) Spent the first six months breastfeeding, I can see."
Se, det er oprørende som en forestilling, men det tiltrækker folk.
(Laughter) See, it's outrageous as a conception.
Det anden store spørgsmål er overensstemmelse. Vi har lavet et uddannelsessystem på samme model som fast food. Dette er noget Jamie Oliver talte om den anden dag. Du ved, at der er to modeller for kvalitetssikring inden for catering. En er fast food, hvor alt er standardiseret. Den anden er ting som Zagat og Michelin restauranter, hvor alt ikke er standardiseret, de er tilpasset de lokale forhold. Og vi har solgt os selv til fast food modellen for uddannelse. Og det forringer vores ånd og vores energier ligeså meget som fastfood er nedbrydende for vores fysiske kroppe.
The other big issue is conformity. We have built our education systems on the model of fast food. This is something Jamie Oliver talked about the other day. There are two models of quality assurance in catering. One is fast food, where everything is standardized. The other is like Zagat and Michelin restaurants, where everything is not standardized, they're customized to local circumstances. And we have sold ourselves into a fast-food model of education, and it's impoverishing our spirit and our energies as much as fast food is depleting our physical bodies.
(Bifald)
(Applause)
Jeg tror vi bliver nødt til at erkende et par ting. En er at menneskeligt talent er enormt alsidigt. Folk har meget forskellige evner. Jeg fandt for nylig ud af at jeg fik en guitar som barn omkring samme tid som Eric Clapton fik hans første guitar. Og det fungerede for Eric, det er alt jeg siger. (Latter) På en måde som det ikke gjorde for mig. Jeg kunne ikke få den ting til at virke ligegyldigt hvor ofte og hvor hårdt jeg pustede i den. Den ville bare ikke virke.
We have to recognize a couple of things here. One is that human talent is tremendously diverse. People have very different aptitudes. I worked out recently that I was given a guitar as a kid at about the same time that Eric Clapton got his first guitar. (Laughter) It worked out for Eric, that's all I'm saying. (Laughter) In a way -- it did not for me. I could not get this thing to work no matter how often or how hard I blew into it. It just wouldn't work.
(Laughter)
Men det er ikke kun om det. Det handler om lidenskab. Ofte er folk gode til ting de ikke rigtig holder af. Det handler om lidenskab, og hvad der begejstrer vores ånd og vores energi. Og hvis du gør de ting, du elsker at gøre, at du er god til, tager tid en helt anden retning. Min kone er lige blevet færdig med at skrive en roman, og jeg tror at det bliver er god bog, men hun forsvinder for timer ad gangen. Du kender det, hvis du laver noget du elsker så føles en time som fem minutter. Hvis du laver noget som ikke giver genlyd med din sjæl, føles fem minutter som en time. Og grunden til så mange mennesker fravælger uddannelse er fordi det ikke føder deres ånd, det føder ikke deres energi eller deres lidenskab.
But it's not only about that. It's about passion. Often, people are good at things they don't really care for. It's about passion, and what excites our spirit and our energy. And if you're doing the thing that you love to do, that you're good at, time takes a different course entirely. My wife's just finished writing a novel, and I think it's a great book, but she disappears for hours on end. You know this, if you're doing something you love, an hour feels like five minutes. If you're doing something that doesn't resonate with your spirit, five minutes feels like an hour. And the reason so many people are opting out of education is because it doesn't feed their spirit, it doesn't feed their energy or their passion.
Så jeg tror vi bliver nødt til at ændre metaforer. Vi er nødt til at gå fra, hvad der essentielt er en industriel model for uddannelse, en produktionsvirksomheds model, som er baseret på linearitet og konformitet og putte folk i bundter. Vi bliver nødt til at gå til en model der er baseret mere på principperne for landbrug. Vi er nødt til at erkende, at den menneskelige blomstring ikke er en mekanisk proces, det er en organisk proces. Og man kan ikke forudse resultatet af menneskelig udvikling; alt hvad man kan, ligesom en bonde, er at skabe de betingelser, hvorunder de vil begynde at blomstre.
So I think we have to change metaphors. We have to go from what is essentially an industrial model of education, a manufacturing model, which is based on linearity and conformity and batching people. We have to move to a model that is based more on principles of agriculture. We have to recognize that human flourishing is not a mechanical process; it's an organic process. And you cannot predict the outcome of human development. All you can do, like a farmer, is create the conditions under which they will begin to flourish.
Så når vi kigger på at reformere uddannelse og transformere den, er det ikke ligesom at klone et system. Der er nogle gode nogle ligesom KIPPs, det er et godt system. Der er mange gode modeller. Det handler om at tilpasse til forholdene, og personliggøre uddannelse til de mennesker du rent faktisk underviser. Og at gøre det, tror jeg er svaret til fremtiden fordi det handler ikke om skalere en ny løsning; det handler om at skabe en bevægelse i uddannelsen hvori folk kan udvikle deres egne løsninger, men med ekstern støtte baseret på et personligt pensum.
So when we look at reforming education and transforming it, it isn't like cloning a system. There are great ones, like KIPP's; it's a great system. There are many great models. It's about customizing to your circumstances and personalizing education to the people you're actually teaching. And doing that, I think, is the answer to the future because it's not about scaling a new solution; it's about creating a movement in education in which people develop their own solutions, but with external support based on a personalized curriculum.
I dette rum, er der folk der repræsenterer ekstraordinære ressourcer i forretningslivet, i multimedier, i internettet. Disse teknologier kombineret med ekstraordinære talenter af lærere, giver en mulighed for at revolutionere uddannelsessystemet. Og jeg opfordre jer til at blive involveret fordi det er vitalt, ikke kun for os, men for vores børns fremtid, men vi må ændre den industruelle model til en landbrugsmodel, hvor hver skole kan blomstre i morgen. Det er hvor børn oplever livet. Eller hjemme, hvis det er hvor de vælger at blive uddannet med deres familier eller deres venner.
Now in this room, there are people who represent extraordinary resources in business, in multimedia, in the Internet. These technologies, combined with the extraordinary talents of teachers, provide an opportunity to revolutionize education. And I urge you to get involved in it because it's vital, not just to ourselves, but to the future of our children. But we have to change from the industrial model to an agricultural model, where each school can be flourishing tomorrow. That's where children experience life. Or at home, if that's what they choose, to be educated with their families or friends.
Der har været snakket meget om drømme i løbet af de sidste par dage. Og jeg ville bare lige hurtigt sige -- Jeg var meget ramt af Natalie Merchant's sange i aftes, genfundne gamle digte. Jeg vil læse et hurtigt, meget kort digt fra W.B. Yeats, som er en I måske kender. Han skrev følgende til sin elskede, Maud Gonne, og han begræd det faktum at han ikke rigtig kunne give hende hvad han troede hun ville have fra ham. Og han siger: "Jeg har noget andet, men det er måske ikke for dig."
There's been a lot of talk about dreams over the course of these few days. And I wanted to just very quickly -- I was very struck by Natalie Merchant's songs last night, recovering old poems. I wanted to read you a quick, very short poem from W. B. Yeats, who some of you may know. He wrote this to his love, Maud Gonne, and he was bewailing the fact that he couldn't really give her what he thought she wanted from him. And he says, "I've got something else, but it may not be for you."
Han siger dette: "Havde jeg haft himlens broderede duge, med guld- og sølvlys indvævet i dem, Den blå og den dunkle og den mørke dug Af nat og af lys og af halvlys, Da bredte jeg disse duge ud foran dig, Men jeg er fattig og har kun mine drømme. Dem breder jeg derfor ud foran dig; Træd varsomt, thi du går på mine drømme." Og hver dag, over alt breder vores børn deres drømme ud foran os. Og vi burde træde varsomt.
He says this: "Had I the heavens' embroidered cloths, Enwrought with gold and silver light, The blue and the dim and the dark cloths Of night and light and the half-light, I would spread the cloths under your feet: But I, being poor, have only my dreams; I have spread my dreams under your feet; Tread softly because you tread on my dreams." And every day, everywhere, our children spread their dreams beneath our feet. And we should tread softly.
Tak.
Thank you.
(Bifald)
(Applause)
Thank you very much.
(Applause)
Thank you.
(Applause)
Mange tak.